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Education in calming down students that superintendents in the area and local police departments have contacted Dr. Coglianese about starting their own program. Coglianese ... cont’d. Elevat g

Duling ... cont’d. opportunity to have more of a voice in what they’re learning about,” Duling said. The transition began with a 1:1 pilot program for seventh and eighth graders in 2013. The effort was an initial success and other grade levels wanted to join. To build the program and maximize its effectiveness, the district hired a technology instructional coach. “She came into our district and changed the focus on how we use equipment for instruction,” Duling said. “That moved our focus into being able to do an online curriculum.” Princeville CUSD #326 utilizes the Summit Learning online platform, which allows teachers to upload their own curriculum. In addition, the platform provides mentoring opportunities for students. Another piece of the puzzle was to expand and improve facilities. A $8.2 million referendum was passed, allowing the district to build a new wing on the high school, create 21st Century learning spaces and make other building improvements. The infusion of technology also provided hands- on learning opportunities for students. The district created a class where high school students handle computer repairs and run the district’s social media platforms. Furthermore, being comfortable with technology allowed Princeville CUSD #326 to adapt and respond quickly to the closure of school buildings in March 2020. “All of the work we put into developing our technology program made that transition much easier,” Duling said. Princeville CUSD #326 has also developed two other unique programs during Duling’s tenure. Princeville CUSD #326 has a district-run daycare program and is home to a Migrant Head Start program that serves children from birth to 5 years old, predominantly from Spanish-speaking households. “We’ve created a caring culture in Princeville where people know our district is willing to think outside the box and do whatever we can to support our families and community members,” Duling said.

“The dogs have performed amazing work with our students and staff,” Dr. Coglianese said. “Oftentimes a student will say they are having a bad day and ask to leave the classroom and see the therapy dog. The dogs really calm them down.” Crete Monee CUSD #201U also developed an online Parent University that has begun to assist parents with struggling students. In addition, the district is increasing its investment in mentoring. A new Community Mentoring Program has active members in four communities and works alongside the district in establishing mentors for students who are struggling. “We want to make sure all of our students, especially African-American boys, have access to good role models,” Dr. Coglianese said. “This group helps us find good role models and then creates activities and community service projects that help improve student behavior.” The district of 4,325 students plans to add a High School Mentoring Program next school year that will match a staff member with students who have experienced trauma. The person in the new position will check in with students and connect them with external community service projects. Reducing out-of-school suspensions or expulsions by altering the school discipline process has also been a major focus. One way the district has accomplished that goal is by deploying a “Choice of Consequence” approach, where students can choose from a menu of consequences that leads them to taking responsibility for their behavior. “We’re moving from consequences to empowering students to make choices and take accountability for their behavior,” Dr. Coglianese said. “I have spoken to other superintendents who say they’re discipline data is 50 percent worse. Ours has been 50 percent better this year.” The next step major step for Crete Monee CUSD #201U will be opening a Career Academy and Pathways Program when the high school addition opens in the 2023–23 school year. A unique aspect of the initiative is students can select a non-traditional pathway to access curriculum through, including online courses, streamed classrooms, hybrid experiences or work study programs. “One of the things we learned during COVID is that schools can do a lot more than we thought,” Dr. Coglianese said. “We know some students have anxiety about being in a classroom with other students. We can remove that anxiety by setting them on a pathway where they can learn in a different environment, earn a diploma and go on to be a productive citizen.”

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LM April 2022